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It also considers how ICT/AI may enable universal participation without excessive expenditure and recommends shifting international support toward beneficiary nations to reduce aid dependency.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/innovative-financing-of-outmoded-educational-practices-through-dubious-pecuniary-machinations-article/602896/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/innovative-financing-of-outmoded-educational-practices-through-dubious-pecuniary-machinations-article/602896.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the paper on Innovative Financing for Education (IFE)?","Question",{"text":112,"@type":113},"The paper examines whether economics can be applied usefully to education, and it evaluates how educational outcomes might (or might not) be measured in light of technology-driven changes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What risks does the paper associate with IFE?",{"text":117,"@type":113},"It argues that significant negative social and educational risks can outweigh the limited evidence of sustainable benefits, including consequences for fairness and increased inequality.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper view the role of technology such as ICT and AI in education?",{"text":121,"@type":113},"It credits ICT and AI with enabling learner-directed secondary-and-above education and helping achieve universal participation, equity, and enjoyment, while cautioning against high (developed-world directed) spending.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602896,1792190750,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","INNOVATIVE FINANCING OF OUTMODED EDUCATIONAL PRACTICES THROUGH DUBIOUS PECUNIARY MACHINATIONS  \nMIKE DOUSE  \nFreelance International Education Advisor  \nABSTRACT  \nInnovative Financing for Education (IFE) is examined in the light of public and private practices and responsibilities, of the dangerous irrelevance of economics to education, of the essentially unmeasurable nature of learning outcomes, of the challenges created and the responses made possible by contemporary technology, of the forthcoming and fundamental transformation of ‘the school’, and of the nature and rituals of bi- and multi-lateral donors and development banks. Evidence of significant and sustainable benefits attributable to IFE was far less in evidence than were its negative social as well as educational risks and consequences, in respect of which governments may neither delegate nor evade their responsibilities. Given the largely non-material objectives of education, rate-of-return and similar analyses were seen as, at best, misleading. Clearly, Information and Communication Technology (ICT) and Artificial Intelligence (AI) have much potential in enabling (secondary and above) education to be learner-directed and as means of achieving universal participation, equity and enjoyment – yet this should not involve high (or developed world directed) expenditure. Wealthy countries and individuals, taking full account of the provenances oftheir riches, should, it is concluded, cede the definition and direction of international support to the beneficiary nations. This might be regarded as a provisional arrangement pending the replacement of conditional grants and loans by enabling, through substantial transfers of wealth and knowledge, those recipient countries toemerge soon from education sector aid-dependence, thereby going someway towards righting colossal age-old wrongs.  \nCommencing with a consideration of Innovative Financing for Education (IFE), this paper proceeds to explore whether the dismal science of economics may usefully be applied to the joyful art of education. It addresses the extent to which, ifat all, educational outcomes may be measured, leading on to a discussion of the transformed nature of education made necessary and possible through contemporary technology, and perhaps given impetus by the consequences of Covid-19. Attention is then afforded to the cost and other implications of universal digital age education, and to how development partnersandbanks now do– and soon should– operate in that scenario, leading to some reflections upon the underlying donor/beneficiary relationship. Finally, arising from the discussion, some general conclusions are offered as bases for hopefully heated discussion.  \nINNOVATIVE FINANCING: THE STATE OF THE ARTIFICE  \nDelivering education along with health and other social provision is costly and, consequently, many countries, from the wealthiest to the poorest, have sought fresh ways of mobilising resources to supplement and partially replace direct government funding. In that education is widely seen as linked with economic growth – the better-qualified the workforce, some assert, the higher the productivity – expenditure in the sector is frequently perceived as investment in national development. How best to obtain more funding for education, including new ways of sharing costs  \nEducational Planning Winter 2021 45 Vol. 28, No. 2  \nand responsibilities between public and private actors, tends to be discussed more seriously by international donors and development banks as well as by national education ministries than does exploring the reasons for that lack of sufficient funds in the first place.  \nA recent set of working papers, case studies and video animations (NORRAG, 2020) describes and illustrates a range of Innovative Financing for Education (IFE) mechanisms including income contingent loans, income-share agreements, microfinance, advance market commitment, impact investment, debt swaps, education bonds,","cbCaifwoRZDTknQC","https://ap.wps.com/l/cbCaifwoRZDTknQC","pdf",136406,13,"English","# Abstract\n# Innovative Financing: The State of the Artifice\n## Mobilising resources for education and cost-sharing\n## Mechanisms and emerging trends in IFE","[{\"question\":\"What is the main purpose of the paper on Innovative Financing for Education (IFE)?\",\"answer\":\"The paper examines whether economics can be applied usefully to education, and it evaluates how educational outcomes might (or might not) be measured in light of technology-driven changes.\"},{\"question\":\"What risks does the paper associate with IFE?\",\"answer\":\"It argues that significant negative social and educational risks can outweigh the limited evidence of sustainable benefits, including consequences for fairness and increased inequality.\"},{\"question\":\"How does the paper view the role of technology such as ICT and AI in education?\",\"answer\":\"It credits ICT and AI with enabling learner-directed secondary-and-above education and helping achieve universal participation, equity, and enjoyment, while cautioning against high (developed-world directed) spending.\"}]","INNOVATIVE FINANCING OF OUTMODED EDUCATIONAL PRACTICES THROUGH DUBIOUS PECUNIARY MACHINATIONS - Article | PDF",1792095416,33]